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Commenced:
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01/10/2021 |
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Submitted:
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30/03/2022 |
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Last updated:
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30/03/2022 |
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Location:
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Bahçeşehir 2. kısım Mah. Ada Sok. No - 2 Bahçeşehir Anaokulu, İstanbul, Başakşehir, TR |
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Phone:
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02126695684 |
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Climate zone:
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Cold Temperate |
Permaculture is the conscious design and maintenance of agriculturally productive ecosystems that have the diversity, stability and resilience of natural ecosystems. Our project has been planned on the basis of permaculture and sustainable life philosophy. Permaculture; It is a system that combines conceptual, material and strategic components in a model that works for the benefit of all living things. Behind permaculture is the philosophy of working with nature rather than against it, observing for long periods of time instead of acting thoughtlessly for a long time, looking at them in all their functions, and allowing systems to evolve instead of pursuing a single product. Based on the reality that sustainable life philosophy can best be given "Nature-Based Education", our Project is based on nature-based education. For which student group is your Best Practice designed? It was carried out with children in the age group of 4 and 5 who are educated in Bahçeşehir Preschool. Learning objectives It is aimed to introduce children to the philosophy of sustainable life at an early age. There is a philosophy of working with nature, not against it, of long-term careful observation and allowing systems to evolve themselves. It is aimed to raise individuals who take care of the earth, value all living and non-living systems, know that resources are limited, can use resources correctly for a sustainable life and can direct their consumption habits correctly. Forming the awareness of children in early childhood that we share the Earth with other living and non-living systems, and with a sustainable life cycle, children's development of behaviors in subjects such as recycling waste, producing our own food, respecting the right to life of living things and creating shelters for them, protecting biodiversity. targeted. Relationship with the curriculum The pre-school education program was taken as the basis for the curriculum. Among the development areas and achievement-indicators in the pre-school education program, the ones suitable for the project's goals were selected. Using child-centered teaching methods and techniques, the pre-school education program enables children to organize activities that support their holistic development with different disciplines and enable them to acquire various skills. Applications are activity-based. The activities in the project were carried out with the types of activities included in the preschool education program.Different educational approaches that increase children's daily life skills, support education in nature and include alternative education models are also included in our project.Activities have been carried out to help children become individuals who take care of the earth and the eco-system, strive to reach resources without harming nature with themes such as ecological diversity, natural gardening, shelter and design, and use resources correctly for sustainable life. Best practice process Our project consisted of ecological diversity, natural gardening, shelter and design themes. Children met with our animal friends living in our school garden and our animal friends (worms, turtles, caterpillars, snails, hedgehogs, cats, birds, etc.) were observed by children in their natural habitats. Based on the fact that we share the same world with them, many activities have been carried out to respect and facilitate the lives of living things and the entire ecosystem. Arranging an insect hotel, preparing an observatory for observing life in the soil, constructing a habitat for reptiles, cats, birds, creating a tiny aquaponix system for soilless agriculture, recognizing the diversity of plants around our school, planting various fruit trees in our school garden, growing vegetables and fruits in raised vegetable beds, designing a spice spiral that can grow many plants to save space in our school garden, drying plants using different drying techniques, various germination activities, grinding tree branches and making mulch, designing birdhouses with natural materials, water wall design with natural fences for birds to drink water. Activities such as designing natural fences from old glass, drawing pictures on discarded wood and tiles and using them in garden design, and recognizing houses designed for shelter in different parts of the world were held. Evaluation of Best Practice The evaluation of the project was in the form of chatting with the children, getting their thoughts on the project, observing the behaviors of the children before and after the project, and receiving feedback from the families.
Bahcesehir Preschool StarT Luma-2022 "Earth Is Our Home We Aren't Alone" https://youtu.be/_CBSZhQO2NkProject
Note: The various badges displayed in people profiles are largely honesty-based self-proclamations by the individuals themselves. There are reporting functions users can use if they know of blatant misrepresentation (for both people and projects). Legitimacy, competency and reputation for all people and projects can be evidenced and/or developed through their providing regular updates on permaculture work they’re involved in, before/after photographs, etc. A spirit of objective nurturing of both people and projects through knowledge/encouragement/inspiration/resource sharing is the aim of the Worldwide Permaculture Network.
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MemberA member is a permaculturist who has never taken a PDC course. These cannot become PDC teachers. Members may be novice or highly experienced permaculturists or anywhere in between. Watch their updates for evaluation. |
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Permaculture MatchmakerOne of these badges will show if you select your gender and the "I'm single, looking for a permaculture partner" option in your profile. |
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PDCPeople who claim to have taken a Permaculture Design Certificate (PDC) course somewhere in the world. |
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PDC VerifiedPeople who have entered an email address for the teacher of their PDC course, and have had their PDC status verified by that teacher. Watch their updates for evaluation. |
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PRI PDCPeople who’ve taken a Permaculture Research Institute PDC somewhere in the world. |
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PDC TeacherPeople who claim to teach some version of PDC somewhere in the world. |
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PRI TeacherWith the exception of the ‘Member’ who has never taken a PDC, all of the above can apply to become a PRI PDC Teacher. PRI PDC Teachers are those who the PRI recognise, through a vetting board, as determined and competent to teach the full 72-hour course as developed by Permaculture founder Bill Mollison – covering all the topics of The Designers’ Manual as well as possible (i.e. not cherry picking only aspects the teacher feels most interested or competent in). Such teachers also commit to focussing on the design science, and not including subjective spiritual/metaphysical elements. The reason these items are not included in the PDC curriculum is because they are “belief” based. Permaculture Design education concerns itself with teaching good design based on strategies and techniques which are scientifically provable. PRI PDC Teachers may be given teaching and/or consultancy offerings as they become available as the network grows. |
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Aid WorkerThe individual with this badge is indicating they are, have, or would like to be involved in permaculture aid work. As such, the individual may or may not have permaculture aid worker experience. Watch their updates for evaluation. |
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ConsultantThe individual with this badge is indicating they are, have, or would like to do paid permaculture design consultancy work. As such, the individual may or may not have permaculture consultancy experience. Watch their updates for evaluation. |
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Community ProjectCommunity projects are projects that help develop sustainable community interaction and increase localised resiliency. |
